Bringing It All Together


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Bringing It All Together

  1. 1. Joined up thinking – Bringing all together Liz Fotheringham Regional subject adviser [email_address]
  2. 2. Téléthon : les Français moins généreux cette année Russie. Au moins 103 morts dans l'incendie d'un restaurant Ronaldo : "Je suis humain" Après la grève, les musées rouvrent leurs portes
  3. 3. Téléthon : les Français moins généreux cette année Russie. Au moins 103 morts dans l'incendie d'un restaurant Ronaldo : "Je suis humain" Après la grève, les musées rouvrent leurs portes
  4. 4. <ul><li>Brief update on New secondary curriculum, KS3 framework and related initiatives </li></ul><ul><li>Creative approaches to implementing the Programme of study – some practical examples and ideas </li></ul><ul><li>Planning and adapting schemes of work </li></ul>
  5. 5. <ul><li>The whole curriculum aims to enable all young people to become: </li></ul><ul><ul><li>successful learners who enjoy learning, make progress and achieve </li></ul></ul><ul><ul><li>confident individuals who are able to live safe, healthy and fulfilling lives </li></ul></ul><ul><ul><li>responsible citizens who make a positive contribution to society </li></ul></ul>The Aims
  6. 6. Key stage 2 Framework Renewed key stage 3 Framework Oracy Listening and speaking Literacy Reading and writing Intercultural understanding Intercultural understandin g Knowledge about language Knowledge about language s Language learning strategies Language learning strategies
  7. 7. KEY CONCEPTS KEY PROCESSES Renewed KS3 Framework Key stage 3 Programme of Study Listening and speaking Linguistic competence Reading and Writing + Creativity Intercultural understanding Intercultural understanding Knowledge about language Knowledge about language Language learning strategies Developing language learning strategies Developing language skills
  8. 8. <ul><li>• apply knowledge of common letter strings, sound patterns, accents and other characters </li></ul><ul><li>• identify and recall common exceptions to the usual patterns of sounds and spellings </li></ul><ul><li>• identify the specific function or meaning of some letter strings </li></ul><ul><li>• build and use in new contexts a stock of high-frequency words and words relating to everyday settings </li></ul><ul><li>• increase their stock of words, including a range of abstract items and words with more than one meaning </li></ul><ul><li>• develop and refine their vocabulary by adding to their knowledge of word families and words with close meanings </li></ul><ul><li>• use knowledge of gender and plural forms to make changes to words and phrases </li></ul><ul><li>• apply knowledge of gender and plural forms in their own writing and speaking </li></ul><ul><li>• explore more complex points of inflection using reference materials if needed </li></ul><ul><li>• use knowledge of word order, high-frequency words and punctuation to understand and build simple and compound sentences </li></ul><ul><li>• develop and improve sentences by adding, rearranging or replacing elements </li></ul><ul><li>• use knowledge of word order, phrases and clauses to understand and build a wider range of extended sentences </li></ul><ul><li>understand and use present tense forms of high-frequency verbs, and examples of past and other tense forms for set phrases </li></ul><ul><li>• understand and use some high-frequency modal verb forms in simple statements and questions </li></ul>• understand and use a range of verb forms referring to past, present and future events • understand and use a range of modal verb forms in different contexts • recognise past, present and future verb forms and switch from one tense to another in speaking and writing • understand and use key past and future tense forms of modal verbs for set phrases <ul><li>understand and use confidently some common question types in different contexts </li></ul><ul><li>• understand and use confidently some common negative forms in different contexts </li></ul>• understand and use a range of question types • understand and use a range of negative forms • make confident use of question types with simple and compound tenses • make confident use of negative forms with simple and compound tenses
  9. 9. Using the Framework
  10. 10. The renewed Key Stage 3 Framework <ul><li>Framework of Objectives </li></ul><ul><li>Guidance </li></ul><ul><li>Exemplification </li></ul><ul><li>Glossary </li></ul><ul><li>Online planning tool </li></ul>
  11. 11. Year 6 to Year 7 Transition <ul><li>Literacy 6.1 </li></ul><ul><li>Y6 Read and understand the main points and </li></ul><ul><li>some detail from a short written passage </li></ul><ul><li>Reading and Writing (R & W) Strand 2.1 </li></ul><ul><li>Y7 Identify the main points and some detail in </li></ul><ul><li>written passages, stories and poems </li></ul>
  12. 12. Online modules available <ul><li>Using the Framework (updated September 09) </li></ul><ul><li>Planning (updated September 09) </li></ul><ul><li>Questioning </li></ul><ul><li>Modelling </li></ul><ul><li>Starters </li></ul><ul><li>Plenaries </li></ul><ul><li>Assessment for Learning </li></ul><ul><li>Creativity (updated March 09) </li></ul><ul><li>Target language </li></ul><ul><li>Practice </li></ul><ul><li>Thinking skills </li></ul><ul><li>Literacy and Learning </li></ul><ul><li>ICT </li></ul><ul><li>Transfer and Transition </li></ul><ul><li>Coaching </li></ul><ul><li>Motivation and Participation </li></ul>
  13. 13. AfL KS2 KS3Framework NC PoS KS 3- 5 PLTS/Dimensions/ Other subjects
  14. 14. I hated the school topic because I did not find it interesting and I will probably never need it again. I didn’t like the pencil case items because it wasn’t interesting or very relevant to me. I didn’t like doing the time because I had already done it at primary school. I prefer working outside the text book because you have more freedom so it is fun I liked the work on Euro 2008. We got really creative and made posters. I enjoyed doing the work on the Olympics the most. I loved putting my French skills to the test and learning about the mascots. It made me realise how much French I knew. Compelling learning?
  15. 15. Compelling learning – skills and contexts <ul><li>Whole curriculum dimensions </li></ul><ul><li>PLTS </li></ul><ul><li>Shared key concepts </li></ul><ul><li>Themed learning </li></ul><ul><li>Direct working with another subject area </li></ul><ul><li>Borrow content from another subject – CLIL </li></ul><ul><li>Learning outside the classroom </li></ul><ul><li>Pronunciation - phonics </li></ul><ul><li>Memory skills </li></ul><ul><li>Creativity </li></ul><ul><li>Performance </li></ul><ul><li>Sentence building </li></ul><ul><li>Working out meaning </li></ul><ul><li>Analysing and comparing </li></ul><ul><li>Pattern-finding and Link-making </li></ul><ul><li>Autonomy </li></ul><ul><li>Communicating (meaning making) </li></ul><ul><li>Collaborating </li></ul><ul><li>Listening (audience skills) </li></ul>What? How?
  16. 16. What is creativity? <ul><li>Exploring </li></ul><ul><li>Risk taking </li></ul><ul><li>Imagination </li></ul><ul><li>Experimenting </li></ul><ul><li>Does not take place in isolation </li></ul><ul><li>Planned </li></ul><ul><li>Making mistakes is part of the process </li></ul>
  17. 17. Engaging contexts <ul><li>Engaging contexts stimulate creativity. The Framework has no prescribed content and therefore leaves teachers free to choose contexts likely to motivate learners. </li></ul><ul><li>Engaging contexts stimulate the imagination, but attempts at creativity will be thwarted unless learners are able to combine the words, phrases and structures they know in new ways and to use them in new contexts. </li></ul>From online guidance to using the Framework – national Strategies
  18. 18. <ul><li>Research Project: any subject which interests them! </li></ul><ul><li>Produce a recipe book for the TL country </li></ul><ul><li>Historical and/controversial events or debate </li></ul><ul><li>Fantasy football portfolio </li></ul><ul><li>A day in the life of… </li></ul><ul><li>My dream holiday: Give budget, book tickets, book accommodation etc </li></ul><ul><li>Board game design/Computer game design </li></ul><ul><li>The Great Dinner Debate </li></ul><ul><li>Compare & Contrast: TL Countries/Culture </li></ul><ul><li>Healthy Living Manual </li></ul><ul><li>Eurovision </li></ul>One approach - ‘Themed Learning’ Ideas With thanks to Sara Vaughan
  19. 19. Sports/hobbies Fitness /healthy lifestyles Life in TL countries Sentence building Imperatives Travel and tourism Comparing lifestyles And daily routine Verb tenses: past, present and future Intercultural understanding Climate and geography Skills development Presentation The language of football Role plays and functional language Independent research Inspirational figures Eg Nelson Mandela Identity/ nationalities, Flags and countries Likes and dislikes and opinions Africa - wildlife Advertising Songs and chants World cup in Africa
  20. 20. <ul><li>Simple skills development </li></ul><ul><li>Using songs and videos </li></ul><ul><li>The beautiful game </li></ul><ul><li>Using authentic resources to develop the global dimension </li></ul>Creativity in Action
  21. 21. Agree what you will focus on – an area, a strand, an element of learning. What do your learners need know & understand? Be able to do? Experience? Where could this fit in with schemes already planned? Time? Staffing? Space and facilities? Equipment and resources? Approaches to teaching, learning and assessment? Execute… Evaluate… Maintain… Change……. Improve… Move on…. Disciplined curriculum innovation – a process that helps tell your story of the impact you are making
  22. 22. Year 7 Year 8 Year 9 Contexts for L &S R & W Countries Nationalities Colours (flags/clothes/strips) Likes and dislikes Simple geography and weather Sports A day in the life… The language of football Injuries and body parts Transactional language Poverty and wealth Wealth Advertising Tourism IU Flags Countries of TL world Food Country/person Climate and geography Identity KAL Adjective agreements Gender Simple sentence structure Comparisons Tenses Range of questions and negatives Register More complex questions and negatives More complex tenses LLS Phonics Memory skills Dictionary skills and more Phonics Memory skills Dictionary skills and more Phonics Memory skills Dictionary skills and more
  23. 23. Possible outcomes Year 7 Year 8 Year 9 Poster (eg for opening ceremony Presentation on a country Structured Poem (Haiku/Life in six word/ … as… ……… Interview with a famous player/person Presentation about someone.. Profile of a someone … .. Promotional film and related advertising (Presentation/printed material) for eg Opening ceremony Presentation/report on an issue eg environment/Africa etc …… .
  24. 24. How will you know you have achieved your aims? - Measuring impact on pupils’ learning <ul><li>How do we define impact? FARC </li></ul><ul><li>How do we develop ways of monitoring progress? </li></ul><ul><li>What evidence can we use to evaluate impact in the classroom? </li></ul>
  25. 25. And finally, don’t forget…..
  26. 26. As a result of this workshop: <ul><li>I’ve been thinking about. . </li></ul><ul><li>I intend to do more. . . </li></ul><ul><li>I intend to do less. . . </li></ul><ul><li>I will remember to. . . </li></ul><ul><li>I feel confident about… </li></ul><ul><li>I’d like to further explore… </li></ul><ul><li>I recognise I have difficulties with… </li></ul><ul><li>I might overcome these difficulties by… </li></ul><ul><li>I realise my strengths are… </li></ul><ul><li>They will help me to… </li></ul>
  27. 27. (materials/case studies + links to NSC/QCDA and National Strategies documentation) (LinkedUp Award scheme + courses and events) [email_address]